Digital Literacies Institute Closing Reflection 1. Describe some of the digital literacies that you learned about this week. What did you know about these topics before the week began and how have this week’s experiences contributed to your understanding of these digital literacies?
During the sessions, I thought they were all very informative and presented very well. Now understanding that digital literacies include various online tools I was thrilled to implement several in the coming school year. A few stood out that I thought would be easy to implement on an elementary level such as Twitter, Google Documents, iMovie, Storybird, Meograph, Evernote, Storify, and Online Polls.
Twitter - I was able to come back to my school and use Twitter as a social platform to show parents what we are learning in the media center. I found parents enjoyed know and seeing what we were doing. They found it easy to follow and share with family members to see what their children are doing. I have gotten a lot of good feedback from parents, teachers and principals. It is so easy to use!
Twitter is a easy way to communicate with college professors, colleagues or technology companies to learn what they are doing in their classrooms. I am a big follower of various teachers across America. I also found that I can access new technologies, teaching ideas and educational resources as they are being promoted. I especially love that I can see what has happened in America’s history with the National Archives and Library of Congress Tweets. This social format is the best way for me to contact people such as Diane Watts. Diane Watts and I usualIy send messages at least one a month. I would like to thank Mark for helping me set up and how to use Twitter. He was awesome!
Google Documents - I was able to come back to school and make a Google Document with all the school and county passwords to share with all the faculty and parents. It is an easy way to manage all of the documents that I share with students, parents, and other media specialists. Since the workshop, I have passed Basic Level of Google Teacher Certificate and will eventually want to get my Google Trainer Certification. Yes, I am a Google Girl! Since this session, I have become addicted to Google Chatting with other people I met through this workshop. This tool has given me a way to express myself, share ideas and learn from others. Diana McMasters and I talk on a weekly basis. I discuss my tech ideas with her and value her ideas and suggestions. Wonderful tool for collaboration!
iMovie - I enjoyed this workshop because the presenter explained how to use it in a simple and easy manner. Since I had brought my Mac, I was able to actually make a project right there. My group actually made an iMovie for our project. Great tool to use for me and my students.
Storify - I love the simplicity of this tool! To create a lesson that is self-contained, easy to use and visually appealing, is a dream come true! I have created several lessons for my students over the past 2 years using Storify ranging from simple library orientation to teaching students how to research. Awesome tool!
Storybird - Digital Story Telling is a great way to incorporate various standards into one lesson. I used this website with my students and they love making their own stories. This was a great tool to use and parents love it!
Evernote - I had heard of Evernote prior to coming to the workshop but wasn’t aware of all the possibilities that teachers and students can do with this tool. I was able to go back and instruct several teachers how to use it. Great tool!
There were several other workshops that I thought were great such as Meograph, Online Polls, and Screencast-0-matic!
My ideology of digital literacy changed as the week progressed. New ideas and great resources provided by all the fellow participants helped me introduce new digital resources to my students. I still need to gather, comprehend, evaluate and synthesize all I have learned. That is why this workshop is so important because I can’t do it alone!
2. Now that you’ve had this professional development experience, how are you defining “digital literacy?” What is your personal perspective on digital literacy and how has your definition changed or evolved this week? Where possible, make specific connections to readings, conversations, presentations, or activities that were especially important to the evolution of your definition of digital literacy.
Prior to coming to the workshop, I thought that Digital Literacy meant that we used various digital formats to teach students how to use or access ebooks, databases, software tools, images, etc. BUT NOW, I find that it encompasses so much more. It reflects the change in how information is processed, delivered, and received in our classrooms and the world. What educational software are you using and why? We need to access, analyze, evaluate, create and participate in various forms such as videos to coding. This is a never-ending process since new technologies are continuing to be developed.
Activities
Panel Discussion During the panel discussion the main idea was that the digital world is changing so fast that it is hard to keep up on your own. Everyone needs to research, observe and rely on others to help with this process. This concept was reiterated through the workshop that the Media Education Lab is here to help us become better educators and we are not alone. This is where I really understood that I can find help. I was getting overwhelmed with the evolution of my role as a media specialist. I needed someone to explain where we are headed and how to get on the correct path to increase my knowledge so that my students and colleagues would benefit.
Doug Rushkoff Wow! What a session! Philosophical theories that social media has on us was thought provoking. I needed to read more about his ideas and educational beliefs prior to his session to get the complete understanding. The overview was that digital technology alter the way in which we see or understand what is going on around us. Does technology help us in our daily lives or does it distract from our lives. Do we live in the present?
He did open my eyes to why “coding” is important to students. I have introduced coding to my school and every child in my school loves to program. I asked the OASIS AT&T group to come help with “Digital Learning Day” at my school this past year. They are a non-profit group that wants students to become aware of programming and the importance of technology. It was such a hit and we are introducing a new school club next year “Coding After School” where students sign up and learning about Scratch Jr. and then process into designing Apps. I owe this all to Doug for making me aware of what is needed for students to create and not rely on others for their education.
Rhys Daunic He is an inspiration for all of us! What he has accomplished is outstanding. I told him that he inspired me to get students to make their own documentaries or video projects about their learning. Media literacy is an innovative approach to teach students how to make project based projects. I walked away with new ideas on what I could do with my students and now the challenge is to continually improve on what I am doing. Great session!
All of the sessions, discussions and readings changed my perception of what digital literacy means. Literacy means reading, writing, speaking and listening and now with the digital component added to it the possibilities are unlimited. It was constantly changing with every new session or discussion throughout the week. The main ideas I left with include a new understanding that all aspects of social media, educational tools, and digital citizenship play a big role in digital literacy.
To me digital literacy isn’t just knowing how computers work, it is about how to use technology to change the way we think.
3. How do digital literacies affect the way you think aboutacademic content? Describe an example of how some specific academic content is affected by changes in the ways we read, write and think with digital media texts, tools & technologies.
As a librarian/media specialist, I feel the biggest change in the library world is “digitization.” Digitization has changed the way students use non-print materials such as ebooks, databases and the Internet. Using a computer to look for information is much easier, faster and more accessible than ever before. This has changed the way all students read and write their school assignments. No longer do they have to go find a book or encyclopedia during school hours, they can wait until they go home to access resources. So are media centers necessary for student informational needs?
Students are not aware of the differences between the Internet and databases which is my role as a media specialist. Students often plagiarize and are not even aware of doing wrong. I have asked students why book information and ebook information is different. They think that if it is on the internet that it is free. After discussing Digital Citizenship, some students will still plagiarize because it is easy to copy and paste.
Textbooks, teacher assignments, emails, texting, projects, libraries, have all changed due to digital literacies. Requirements for students have changed in how they synthesize, access and evaluate what is needed for their education. The academic world has changed and as a media specialist I need to keep apprised of what is happening out there!
4. How do digital literacies affect teaching practices? What overarching considerations must teachers give, in general, to the interactions of digital literacies and how to teach? Now, focus on your own pedagogical practice. How will your new understanding of digital literacy affect the way you teach? Describe an example of how you will differently employ a specific teaching practice in your own context as a result of what you learned this week.
I have learned that you must not let technology for the sake of technology be the main focus of your lesson. Planning a lesson where teachers are integrating appropriate pedagogical uses with the correct technology tool can be quite a challenge. Guiding the students through their own journey and discovering their own outcomes will be the challenge for all of us. We must be aware that we use technology as a tool, not the reason for the lesson.
After reading the two articles with varied pedagogy, I must approach my lessons with their framework in mind.
Technology, Pedagogy and content Knowledge (TPACK) This particular approach is designed to help teachers plan effective, efficient, and engaging learning experiences for all students. A well balanced and well-informed pedagogical approach can result in an instructional student lesson that incorporates digital and non-digital tools and resources. Successful technology integration must be the primary objective in the lesson where technologies play a secondary role. The charts are a great resources for us being digital leaders. I will reference the charts to help guide me to a better way of teaching using appropriate technology tools. Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
Project Based Inquiry The aim of the project-based approach is to provide the opportunity for students to engage in what Newman, Bryck, and Nagaoka (2001) describe as authentic intellectual work. I have found over the years that students need to think on their own and not be given the end result. Through this process students question, gather information, synthesize information, evaluate and share their project. This coming year I plan on letting the students pick from more than one tool to use. I want to the students to feel like they are part of the teaching process.(Adapted from Spires, etc. al., 2009). Spires, H., Lee, J., Young, C., Leu, D., Coiro, J., & Castek, J. (2009). New Literacies Teacher Leader Institute. Raleigh, NC: North Carolina State University. Retrieved from newlitinstitute.wikispaces.com/New+Literacies+Inquiry+Project.
5. During the week, you were introduced to several concerns and promising practices around digital literacy, digital pedagogy, social networking, and student voice that are circulating among communities of educators, librarians, and youth media specialists. From your perspective, what promising practices show the most potential? Which specific concerns are most pressing? What key takeaways will you champion in your own work setting(s) so that together, you and your colleagues can (a) implement promising practices and (b) address issues of concern?
Social Networking is a powerful tool! But it can also be a problem! I wasn’t aware of how much until this workshop. Social networking is the way all students communicate in this current time be it phones, blogging, Twitter, or Instagram. Students are wanting to know what their friends are doing 24/7. Students need to be educated on what could happen with too much information and they are not aware of the consequences that could happen.
My goal for this coming year is to educate my elementary schools on social networking and digital citizenship. Bullying, student privacy, and social media are fears for all students and parents. They truly do not understand what they are facing and it is my job to introduce safety! Common Sense website is a great resource to use when educating students of the pitfalls regarding their safety. I also plan on educating teachers on this aspect as well.
I plan on blogging about student safety, bullying and social media by sending out the link to the teachers and parents at my school through the website “News Blast.”
6. Consider the list of readings assigned for this course. Briefly summarize 1-2 key insights you gleaned from each cluster of readings (e.g., Digital Literacies in Context, Generating Questions, Instructional Strategies, and Next Steps). How do you see these insights connecting with ideas and experiences shared during the Institute (especially the Keynote and Digging Deeper Sessions)?
Digital Literacies in Context Are we living in a virtual world where time stands still? Are we living for the moment? Are we looking for the future? How are we communicating with each other and when are we communicating? Are we using “Time” in the present or in the past? Technology has taken us to places where we don’t want to go. For example, do you actually talk to a person at dinner time or are you texting or emailing while you are eating? I was attending a conference in Marrakech, Morocco, with my husband while he attended a global company meeting. One evening everyone from the company, plus spouses attended a lavish dinner with several belly dancers around us. All of the men in the company were texting on their phones and unaware of the dancing around us. I leaned over to one of the wives and made a comment about it. She said we were “blackberry widows”. I had never heard that phrase before and was baffled why they didn’t put the phones down. Little devices such as phones have become a big part of our lives and I can’t say it is for the positive. Phones or computers used to be used when needed but now we seem to use them without direction. When do we decide when we have had enough? The presentation was thought provoking and made me realize that I need to reevaluate how I use technology and why I use technology. Rushkoff, D. (2013). Present Shock.
Generating Questions to energize Digital Inquiry “Teaching Students to Ask Questions Instead of Answering Them”
This article confirms the training I had at the Library of Congress Teacher Institute. I learned the importance of students asking or telling me the sufficience of what they see or hear. When students are in groups they do not like to be singled out in fear of others commenting on their responses. Teacher and student relationships are so important and it can be easily destroyed with one simple look or response. In this article, Matthew Bowker reminds us of our responsibilities as educators.
Question centered pedagogy, where students develop their own questions skills is a critical part of what we as educators need to be doing. I was recently talking to an MIT professor and I asked him what the biggest problem he faces with his new students and his reply wasn’t they didn’t know their fundamentals but they lack the ability to critically think or critically ask questions. I was totally shocked! According to MattherBowker, “the act of questioning is central to thinking, to store and communicate knowledge” and he is so right.
I have developed a game I play with my students “I See”. When I introduce a primary source from the Library of Congress, we play the “I See” game and I make the rules very plain that there is no silly or dumb responses. Students do not have the ability to think abstractly from images or unlock meaning from objects. This is a skill that needs to be taught. As a student myself, I also wonder if I am doing the right thing when I am working on my homework. I didn’t truly development this skill until I was in graduate school and then I wonder as I am doing this assignment. Helping students become “Independent Thinkers” is a process I need to work on with my students. Bowker, M. (2010). Teaching students to ask questions instead of answering them. Thought & Action, 127-134.
Frameworks and Instructional Strategies for Supporting Digital Literary “Technology, Pedagogy and Content Knowledge” (TPACK) This particular approach is designed to help teachers plan effective, efficient, and engaging learning experiences for all students. A well balanced and well-informed pedagogical approach can result in an instructional student lesson that incorporates digital and non-digital tools and resources. “Successful technology integration must be the primary objective in the lesson where technologies play a secondary role.” This will be a great resource to give teachers when we sit down and discuss what technology lessons they would like to use. The comprehensive charts makes lesson plans easier for teachers, now the lesson isn’t driven by the technology tool but the actual content that is going to be delivered.
Judi Harris and Mark Hofer’s lesson on the Civil War, illustrates the simplicity of this approach and total integration of technology. The three phases: research, writing, and production of the lesson is broken down to illustrate the procedure. The classroom teacher should not worry about the research or writing portion of the lesson, but the production part is where they need help. As the media specialist, I can offer guidance on which digital tool to use. All the charts in this article will be a great resource for beginning and experienced educators when incorporating technology into lessons. This is a very simple way to incorporate technology by selecting the “activity type” and then select a “possible technology.” In the beginning of the school year during faculty preplanning, I plan on presenting this article to the teacher. This is such an easy tool to use to help those teachers who are struggling to find help. Harris, J. & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
Next Step - "Digital and Media Literacy: A Plan of Action" This article is a comprehensive plan of action for all educators. Whether you use technology or not, you are affected by technology. “The United States is in a flux on how to proceed with digital and media literacy.” There needs to be a guideline on how we should use and produce digital media where it is used in an educational setting or for entertainment. In the report, there are 10 recommendations for local, regional, state and national initiatives that meet the needs of the public and educational settings. Supporting Digital and Media Literacy Initiative and Develop Partnerships for Teacher Education were the two that resonated with me the most.
“Developing Partnerships for Teachers Education,” suggested by Renee Hobbs is one I totally agree with local communities or leaders providing digital summer learning programs, support or resources to schools all schools would have equal services. With today’s economy, not all schools can afford teacher in-service on this topic. Partnerships with local news agencies or technology companies can promote digital and media literacy to all schools. This past school year, I contacted AT&T OASIS to help with “Coding” as an outreach project. Students came over for one day and it was a great success! Students asked for another day. They truly enjoyed working and collaborating with each other on how to solve simple and complex programming problems. AT&T OASIS Group asked to come back next year and would like to help set up a Coding Club. This was a great success where a local group came to share their expertise. By working together, we are building a partnership that supports digital learning in my community. Hobbs, R. (2010). Digital and media literacy: A plan of action
7. If you had one more day in the Institute, what would you like to learn more about and why? How will you leverage your professional learning network and your new digital literacies to explore your remaining questions over the coming year?
It would be nice to have a half day off from presentations where we can come together in small groups to discuss and ask questions about what we are not clear about. During this time, I would like to pair up with someone with my same grade level so we can plan activities to do throughout the coming school year. Mystery Skype, Tweeting, etc. would be fun to work with someone who has the same goals. This would be a great way to get feedback on how we are progressing in our digital technology integration.
Professional learning back at school will not be the same because of the intimacy of this workshop. Everyone wants to learn and be productive! One idea would be to hold quarterly Google Video Chats for those of us who would like to have a sounding board. This would give answers and ideas to everyone who is taking part. Maybe even log them so everyone can go back and review when we have time.
Tweeting and Google Chatting is what I will be doing to keep in contact with everyone! Social networking is an awesome way to keep in touch!
Cool Tool Review Features:
1. Did your review include a description of the features of the tool, a description of the specific teaching/learning purpose you would use it for, the affordances and constraints of the tool to accomplish your purpose.
See question #1.
Cool Tool Application Plan:
1. Your mini-lesson plan includes a brief description about the Flower Model that includes context, task/scenario, content, pedagogy, and assessment.
Author: Dianna Locke
Pre-Production Plan
The purpose of this lesson is to teach my students the importance of Ellis Island and why it is important in American history. The audience is 5th grade students. The message we want to share is American history and the melting pot of the United States. The key content will be students sharing the process of people coming to America and how hard it was to get to America for some of them. Why immigrants came here to settle? Did they have troubles in their journey? Why were some sent back to their original countries? What does it mean to be an American? The value will be communicated through image, language and sound. The creative techniques will be the student’s videos.
Digital Literacy Instructional Plan
Learners
5th grade students Self Media Specialist creator of this Project Based Inquiry lesson Context Writing personal narrative and storytelling Community Elementary school in Fulton County, Georgia Purpose: This lesson is designed to teach students how to inform, entertain and describe the process of coming to America through Ellis Island. Students will be making an iMovie video. Skills needed to do this project based inquiry lesson: writing a personal narrative, aware of primary sources, increase critical thinking skills and extended learning beyond the classroom lesson.
Students will be able to to the following during this lesson:
locate photographs using the Library of Congress Primary Resources
learn how to use iMovie
record their voice
Standards:
Georgia Standards: Social Studies SS5H3 The student will describe how life changed in America at the turn of the 20th century. d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled. Language Arts ELACC5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
ISTE Standards:
Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Research and information fluency: Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry, b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media, and c.
Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
Standards for the 21st-Century Learners (AASL 1. Inquire, think critically and gain knowledge 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
TASK/ACTIVITY:
Students are working on a video describing how it felt coming to America through Ellis Island.
Prior knowledge: This project is in conjunction with the classroom social studies teacher. Students will have some prior knowledge about Ellis Island and the iMovie app before the media/technology lesson. I have designed a //Storify// will all the links for the students to refer to. https://storify.com/dlocke/coming-to-america-immigration This project based inquiry project will take several weeks to complete.
Activities students must complete:
1. Students will watch the Scholastic Ellis Island Video in the media center with the media specialist. After the students watch the video they will discuss what they viewed during the video it by using MatthewBowker’s techniques where students generate questions and discover the answers in the process. http://teacher.scholastic.com/activities/immigration/tour/ 2. Students will research on the Scholastic Ellis Island Website to explore the website and view the primary sources. 3. Students must select a country they are emigrating from. Students will research their countries by using eBritannica Database. To access the eBritannica have the students logon to their MackinVia accounts. They must write details in their journals on why they are leaving their country and the travel plans on how to get to America. We will discuss what it would be like to leave you home and travel to some place you never been to before. a. Example questions: What would you need on this journey? Students will discuss in small groups what would be needed to take a long voyage. b. Students can be grouped if they wish. c. Google Maps/Earth will be introduced so the students can visually see where the immigrants came from. The media specialist will demonstrate on the Smartboard Google Maps/Earth website. Students will be able to come to the Smartboard to interact and explore with the website. 4. The media specialist will demonstrate how to locate and use theLibrary of Congress Primary Source Database. (Posted on the Storify) Students will research Ellis Island on the L of C Website. They will select which photos or images they would like to use and download them to the server. We will discuss the importance of copyright issues during this process. 5. Students will be introduced to the 10 steps that it took to make it through the Ellis Island Station. They will need to decide what they were thinking, feeling, and observing during this process. They will write the information in their journals they will use when writing their script or dialogue. They will need to select 10 images that would demonstrate what they were thinking, feeling or observing during the process. Students can refer back to the Scholastic Ellis Island video found on the Storify for extra help. 6. iMovie. I will demonstrate and review how to use iMovie. I will have an handout giving instructions. At my school, most of the students are already familiar with iMovie. Those who are not will be paired with someone who does. 7. During their morning journal writing work, students will be working on their reflections about their character. Once they have gathered enough information about their character and country they can begin to work on their script. Google Document for script. https://docs.google.com/document/d/1xQ6fMEmAmoUAxD5nDjjn09KwWY-AyCC7qRXZoKpuZgI/edit?usp=sharing 8. Students will match their 10 selected images to their script and download them into iMovie. See Google Document for script. 9. Students will begin to work on their videos and start recording their script. They can make adjustments as they proceed through the project. 10. Small peer groups will help students evaluate their work making suggestions as needed. 11. Once the students finish their videos, I will post them on the school blog. (Google) http://moenew.blogspot.com/
CONTENT:
Texts: Students will watch an example video off of the Scholastic Ellis Island Website. This is an excellent video which will give the students an idea of the story development.
Tools: iPads 1. iMovie Computers to Internet access: 1. Storify 2. Scholastic Ellis Island Station 3. Library of Congress Primary Sources 4. eBritannica 5. Google Maps
PEDAGOGY: Instructional Strategies: Lecture, class discussions, small group collaborations, guided discovery, Project Based Learning, modeling, collaborative learning, and peer reviewing.
All completed videos will be posted on the media blog.
Describe some of the digital literacies that you learned about this week. What did you know about these topics before the week began and how have this week’s experiences contributed to your understanding of these digital literacies?
Describe some of the digital literacies that you learned about this week. What did you know about these topics before the week began and how have this week’s experiences contributed to your understanding of these digital literacies?
Now that you’ve had this professional development experience, how are you defining “digital literacy?” What is your personal perspective on digital literacy and how has your definition changed or evolved this week? Where possible, make specific connections to readings, conversations, presentations, or activities that were especially important to the evolution of your definition of digital literacy.
The dyad page that Leah and I created for our project includes the pre- and post-production plan, using Mindmeister, here: http://dliuri2013.wikispaces.com/Dyad+1 Prior to coming to the workshop, I thought that Digital Literacy meant that we used various digital formats to teach students how to use or access ebooks, databases, software tools, images, etc. BUT NOW, I find that it encompasses so much more. It reflects the change in how information is processed, delivered, and received in our classrooms and the world. What educational software are you using and why? We need to access, analyze, evaluate, create and participate in various forms such as videos to coding. This is a never-ending process since new technologies are continuing to be developed.
Activities
Panel Discussion
During the panel discussion the main idea was that the digital world is changing so fast that it is hard to keep up on your own. Everyone needs to research, observe and rely on others to help with this process. This concept was reiterated through the workshop that the Media Education Lab is here to help us become better educators and we are not alone. This is where I really understood that I can find help. I was getting overwhelmed with the evolution of my role as a media specialist. I needed someone to explain where we are headed and how to get on the correct path to increase my knowledge so that my students and colleagues would benefit.
Doug Rushkoff
Wow what a session! Philosophical theories that social media has on us was thought provoking. I needed to read more about his ideas and educational beliefs prior to his session to get the complete understanding. The overview was that digital technology alter the way in which we see or understand what is going on around us. Does technology help us in our daily lives or does it distract from our lives. Do we live in the present?
He did open my eyes to why “coding” is important to students. I have introduced coding to my school and every child in my school loves to program. I asked the OASIS AT&T group to come help with “Digital Learning Day” at my school this past year. They are a non-profit group that wants students to become aware of programing and the importance of technology. It was such a hit and we are introducing a new school club next year “Coding After School” where students sign up and learning about Scratch Jr. and then process into designing Apps. I owe this all to Doug for making me aware of what is needed for students to create and not rely on others for their education.
Rhys Daunic
He is an inspiration for all of us! What he has accomplished is outstanding. I told him that he inspired me to get students to make their own documentaries or video projects about their learning. Media literacy is an innovative approach to teach students how to make project based projects. I walked away with new ideas on what I could do with my students and now the challenge is to continually improve on what I am doing. Great session!
All of the sessions, discussions and readings changed my perception of what digital literacy means. Literacy means reading, writing, speaking and listening and now with the digital component added to it the possibilities are unlimited. It was constantly changing with every new session or discussion throughout the week. The main ideas I left with include a new understanding that all aspects of social media, educational tools, and digital citizenship play a big role in digital literacy.
To me digital literacy isn’t just knowing how computers work, it is about how to use technology to change the way we think.
How do digital literacies affect the way you think aboutacademic content? Describe an example of how some specific academic content is affected by changes in the ways we read, write and think with digital media texts, tools & technologies.
Spires, H., Lee, J., Young, C., Leu, D., Coiro, J., & Castek, J. (2009). New Literacies Teacher Leader Institute. Raleigh, NC: North Carolina State University. Retrieved from newlitinstitute.wikispaces.com/New+Literacies+Inquiry+Project. Digital Literacies in Context
Are we living in a virtual world where time stands still? Are we living for the moment? Are we looking for the future? How are we communicating with each other and when are we communicating? Are we using “Time” in the present or in the past? Technology has taken us to places where we don’t want to go. For example, do you actually talk to a person at dinner time or are you texting or emailing while you are eating? I was attending a conference in Marrakech, Morocco, with my husband while he attended a global company meeting. One evening everyone from the company, plus spouses attended a lavish dinner with several belly dancers around us. All of the men in the company were texting on their phones and unaware of the dancing around us. I leaned over to one of the wives and made a comment about it. She said we were “blackberry widows”. I had never heard that phrase before and was baffled why they didn’t put the phones down. Little devices such as phones have become a big part of our lives and I can’t say it is for the positive. Phones or computers used to be used when needed but now we seem to use them without direction. When do we decide when we have had enough? The presentation was thought provoking and made me realize that I need to reevaluate how I use technology and why I use technology. Rushkoff, D. (2013). Present Shock. Judi Harris and Mark Hofer’s lesson on the Civil War, illustrates the simplicity of this approach and total integration of technology. The three phases: research, writing, and production of the lesson is broken down to illustrate the procedure. The classroom teacher should not worry about the research or writing portion of the lesson but the production part is where they need help. As the media specialist, I can offer guidance on which digital tool to use. All the charts in this article will be a great resource for beginning and experienced educators when incorporating technology into lessons. This is a very simple way to incorporate technology by selecting the “activity type” and then select a “possible technology.” In the beginning of the school year It would be nice to have a half day off from presentations where we can come together in small groups to discuss and ask questions about what we are not clear about. During this time, I would like to pair up with someone with my same grade level so we can plan activities to do throughout the coming school year. Mystery Skype, Tweeting, etc. would be fun to work with someone who has the same goals. This would be a great way to get feedback on how we are progressing in our digital technology integration.
Professional learning back at school will not be the same because of the intimacy of this workshop. Everyone wants to learn and be productive! One idea would be to hold quarterly Google Video Chats for those of us who would like to have a sounding board. This would give answers and ideas to everyone who is taking part. Maybe even log them so everyone can go back and review when we have time.
Tweeting and Google Chatting is what I will be doing to keep in contact with everyone! Social networking is an awesome way to keep in touch!
Cool Tool Review Features:
1. Did your review include a description of the features of the tool, a description of the specific teaching/learning purpose you would use it for, the affordances and constraints of the tool to accomplish your purpose.
See question #1.
Cool Tool Application Plan:
1. Your mini-lesson plan includes a brief description about the Flower Model that includes context, task/scenario, content, pedagogy, and assessment.
Author: Dianna Locke
Pre-Production Plan
The purpose of this lesson is to teach my students the importance of Ellis Island and why it is important in American history.
The audience is 5th grade students.
The message we want to share is American history and the melting pot of the United States.
The key content will be students sharing the process of people coming to America and how hard it was to get to America for some of them. Why immigrants came here to settle? Did they have troubles in their journey? Why were some sent back to their original countries? What does it mean to be an American?
The value will be communicated through image, language and sound.
The creative techniques will be the student’s videos. Digital Literacy Instructional Plan
Learners
5th grade students Activities students must complete:
1. Students will watch the Scholastic Ellis Island Video in the media center with the media specialist. After the students watch the video they will discuss what they viewed during the video it by using MatthewBowker’s techniques where students generate questions and discover the answers in the process. http://teacher.scholastic.com/activities/immigration/tour/ 2. Students will research on the Scholastic Ellis Island Website to explore the website and view the primary sources.
3. Students must select a country they are emigrating from. Students will research their countries by using eBritannica Database. To access the eBritannica have the students logon to their MackinVia accounts. They must write details in their journals on why they are leaving their country and the travel plans on how to get to America. We will discuss what it would be like to leave you home and travel to some place you never been to before. a. Example questions: What would you need on this journey? Students will discuss in small groups what would be needed to take a long voyage.
b. Students can be grouped if they wish.
c. Google Maps/Earth will be introduced so the students can visually see where the immigrants came from. The media specialist will demonstrate on the Smartboard Google Maps/Earth website. Students will be able to come to the Smartboard to interact and explore with the website.
The media specialist will demonstrate how to locate and use the Library of Congress
Primary Source Database. (Posted on the Storify) Students will research Ellis Island on the L of C Website. They will select which photos or images they would like to use and download them to the server. We will discuss the importance of copyright issues during this process.
5. Students will be introduced to the 10 steps that it took to make it through the Ellis Island Station. They will need to decide what they were thinking, feeling, and observing during this process. They will write the information in their journals they will use when writing their script or dialogue. They will need to select 10 images that would demonstrate what they were thinking, feeling or observing during the process. Students can refer back to the Scholastic Ellis Island video found on the Storify for extra help.
6. iMovie. I will demonstrate and review how to use iMovie. I will have an handout giving instructions. At my school, most of the students are already familiar with iMovie. Those who are not will be paired with someone who does.
During their morning journal writing work, students will be working on their reflections about their character. Once they have gathered enough information about their character and country they can begin to work on their script. Google Document for script.
https://docs.google.com/document/d/1xQ6fMEmAmoUAxD5nDjjn09KwWY-AyCC7qRXZoKpuZgI/edit?usp=sharing 8. Students will match their 10 selected images to their script and download them into iMovie. See Google Document for script.
9. Students will begin to work on their videos and start recording their script. They can make adjustments as they proceed through the project.
10. Small peer groups will help students evaluate their work making suggestions as needed.
11. Once the students finish their videos, I will post them on the school blog. (Google) http://moenew.blogspot.com/
CONTENT:
Texts:
Students will watch an example video off of the Scholastic Ellis Island Website. This is an excellent video which will give the students an idea of the story development.
Tools:
iPads
1. iMovie
Computers to Internet access:
1. Storify
2. Scholastic Ellis Island Station
3. Library of Congress Primary Sources
4. eBritannica
5. Google Maps
PEDAGOGY:
Instructional Strategies:
Lecture, class discussions, small group collaborations, guided discovery, Project Based Learning, modeling, collaborative learning, and peer reviewing.
Pre-Production and Post-Production Plans
Dyad 12 Members: Diane Watts, Diana McMasters and Dianna Locke
Here is our digital literacy instructional plan:
http://dliuri2013.wikispaces.com/Dyad+12
Digital Literacies Institute Closing Reflection
1. Describe some of the digital literacies that you learned about this week. What did you know about these topics before the week began and how have this week’s experiences contributed to your understanding of these digital literacies?
During the sessions, I thought they were all very informative and presented very well. Now understanding that digital literacies include various online tools I was thrilled to implement several in the coming school year. A few stood out that I thought would be easy to implement on an elementary level such as Twitter, Google Documents, iMovie, Storybird, Meograph, Evernote, Storify, and Online Polls.
Twitter - I was able to come back to my school and use Twitter as a social platform to show parents what we are learning in the media center. I found parents enjoyed know and seeing what we were doing. They found it easy to follow and share with family members to see what their children are doing. I have gotten a lot of good feedback from parents, teachers and principals. It is so easy to use!
Twitter is a easy way to communicate with college professors, colleagues or technology companies to learn what they are doing in their classrooms. I am a big follower of various teachers across America. I also found that I can access new technologies, teaching ideas and educational resources as they are being promoted. I especially love that I can see what has happened in America’s history with the National Archives and Library of Congress Tweets. This social format is the best way for me to contact people such as Diane Watts. Diane Watts and I usualIy send messages at least one a month. I would like to thank Mark for helping me set up and how to use Twitter. He was awesome!
Google Documents - I was able to come back to school and make a Google Document with all the school and county passwords to share with all the faculty and parents. It is an easy way to manage all of the documents that I share with students, parents, and other media specialists. Since the workshop, I have passed Basic Level of Google Teacher Certificate and will eventually want to get my Google Trainer Certification. Yes, I am a Google Girl! Since this session, I have become addicted to Google Chatting with other people I met through this workshop. This tool has given me a way to express myself, share ideas and learn from others. Diana McMasters and I talk on a weekly basis. I discuss my tech ideas with her and value her ideas and suggestions. Wonderful tool for collaboration!
iMovie - I enjoyed this workshop because the presenter explained how to use it in a simple and easy manner. Since I had brought my Mac, I was able to actually make a project right there. My group actually made an iMovie for our project. Great tool to use for me and my students.
Storify - I love the simplicity of this tool! To create a lesson that is self-contained, easy to use and visually appealing, is a dream come true! I have created several lessons for my students over the past 2 years using Storify ranging from simple library orientation to teaching students how to research. Awesome tool!
Storybird - Digital Story Telling is a great way to incorporate various standards into one lesson. I used this website with my students and they love making their own stories. This was a great tool to use and parents love it!
Evernote - I had heard of Evernote prior to coming to the workshop but wasn’t aware of all the possibilities that teachers and students can do with this tool. I was able to go back and instruct several teachers how to use it. Great tool!
There were several other workshops that I thought were great such as Meograph, Online Polls, and Screencast-0-matic!
My ideology of digital literacy changed as the week progressed. New ideas and great resources provided by all the fellow participants helped me introduce new digital resources to my students. I still need to gather, comprehend, evaluate and synthesize all I have learned. That is why this workshop is so important because I can’t do it alone!
2. Now that you’ve had this professional development experience, how are you defining “digital literacy?” What is your personal perspective on digital literacy and how has your definition changed or evolved this week? Where possible, make specific connections to readings, conversations, presentations, or activities that were especially important to the evolution of your definition of digital literacy.
Prior to coming to the workshop, I thought that Digital Literacy meant that we used various digital formats to teach students how to use or access ebooks, databases, software tools, images, etc. BUT NOW, I find that it encompasses so much more. It reflects the change in how information is processed, delivered, and received in our classrooms and the world. What educational software are you using and why? We need to access, analyze, evaluate, create and participate in various forms such as videos to coding. This is a never-ending process since new technologies are continuing to be developed.
Activities
Panel Discussion
During the panel discussion the main idea was that the digital world is changing so fast that it is hard to keep up on your own. Everyone needs to research, observe and rely on others to help with this process. This concept was reiterated through the workshop that the Media Education Lab is here to help us become better educators and we are not alone. This is where I really understood that I can find help. I was getting overwhelmed with the evolution of my role as a media specialist. I needed someone to explain where we are headed and how to get on the correct path to increase my knowledge so that my students and colleagues would benefit.
Doug Rushkoff
Wow! What a session! Philosophical theories that social media has on us was thought provoking. I needed to read more about his ideas and educational beliefs prior to his session to get the complete understanding. The overview was that digital technology alter the way in which we see or understand what is going on around us. Does technology help us in our daily lives or does it distract from our lives. Do we live in the present?
He did open my eyes to why “coding” is important to students. I have introduced coding to my school and every child in my school loves to program. I asked the OASIS AT&T group to come help with “Digital Learning Day” at my school this past year. They are a non-profit group that wants students to become aware of programming and the importance of technology. It was such a hit and we are introducing a new school club next year “Coding After School” where students sign up and learning about Scratch Jr. and then process into designing Apps. I owe this all to Doug for making me aware of what is needed for students to create and not rely on others for their education.
Rhys Daunic
He is an inspiration for all of us! What he has accomplished is outstanding. I told him that he inspired me to get students to make their own documentaries or video projects about their learning. Media literacy is an innovative approach to teach students how to make project based projects. I walked away with new ideas on what I could do with my students and now the challenge is to continually improve on what I am doing. Great session!
All of the sessions, discussions and readings changed my perception of what digital literacy means. Literacy means reading, writing, speaking and listening and now with the digital component added to it the possibilities are unlimited. It was constantly changing with every new session or discussion throughout the week. The main ideas I left with include a new understanding that all aspects of social media, educational tools, and digital citizenship play a big role in digital literacy.
To me digital literacy isn’t just knowing how computers work, it is about how to use technology to change the way we think.
3. How do digital literacies affect the way you think about academic content? Describe an example of how some specific academic content is affected by changes in the ways we read, write and think with digital media texts, tools & technologies.
As a librarian/media specialist, I feel the biggest change in the library world is “digitization.” Digitization has changed the way students use non-print materials such as ebooks, databases and the Internet. Using a computer to look for information is much easier, faster and more accessible than ever before. This has changed the way all students read and write their school assignments. No longer do they have to go find a book or encyclopedia during school hours, they can wait until they go home to access resources. So are media centers necessary for student informational needs?
Students are not aware of the differences between the Internet and databases which is my role as a media specialist. Students often plagiarize and are not even aware of doing wrong. I have asked students why book information and ebook information is different. They think that if it is on the internet that it is free. After discussing Digital Citizenship, some students will still plagiarize because it is easy to copy and paste.
Textbooks, teacher assignments, emails, texting, projects, libraries, have all changed due to digital literacies. Requirements for students have changed in how they synthesize, access and evaluate what is needed for their education. The academic world has changed and as a media specialist I need to keep apprised of what is happening out there!
4. How do digital literacies affect teaching practices? What overarching considerations must teachers give, in general, to the interactions of digital literacies and how to teach? Now, focus on your own pedagogical practice. How will your new understanding of digital literacy affect the way you teach? Describe an example of how you will differently employ a specific teaching practice in your own context as a result of what you learned this week.
I have learned that you must not let technology for the sake of technology be the main focus of your lesson. Planning a lesson where teachers are integrating appropriate pedagogical uses with the correct technology tool can be quite a challenge. Guiding the students through their own journey and discovering their own outcomes will be the challenge for all of us. We must be aware that we use technology as a tool, not the reason for the lesson.
After reading the two articles with varied pedagogy, I must approach my lessons with their framework in mind.
Technology, Pedagogy and content Knowledge (TPACK)
This particular approach is designed to help teachers plan effective, efficient, and engaging learning experiences for all students. A well balanced and well-informed pedagogical approach can result in an instructional student lesson that incorporates digital and non-digital tools and resources. Successful technology integration must be the primary objective in the lesson where technologies play a secondary role. The charts are a great resources for us being digital leaders. I will reference the charts to help guide me to a better way of teaching using appropriate technology tools.
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
Project Based Inquiry
The aim of the project-based approach is to provide the opportunity for students to engage in what Newman, Bryck, and Nagaoka (2001) describe as authentic intellectual work. I have found over the years that students need to think on their own and not be given the end result. Through this process students question, gather information, synthesize information, evaluate and share their project. This coming year I plan on letting the students pick from more than one tool to use. I want to the students to feel like they are part of the teaching process.(Adapted from Spires, etc. al., 2009).
Spires, H., Lee, J., Young, C., Leu, D., Coiro, J., & Castek, J. (2009). New Literacies Teacher Leader Institute. Raleigh, NC: North Carolina State University. Retrieved from newlitinstitute.wikispaces.com/New+Literacies+Inquiry+Project.
5. During the week, you were introduced to several concerns and promising practices around digital literacy, digital pedagogy, social networking, and student voice that are circulating among communities of educators, librarians, and youth media specialists. From your perspective, what promising practices show the most potential? Which specific concerns are most pressing? What key takeaways will you champion in your own work setting(s) so that together, you and your colleagues can (a) implement promising practices and (b) address issues of concern?
Social Networking is a powerful tool! But it can also be a problem! I wasn’t aware of how much until this workshop. Social networking is the way all students communicate in this current time be it phones, blogging, Twitter, or Instagram. Students are wanting to know what their friends are doing 24/7. Students need to be educated on what could happen with too much information and they are not aware of the consequences that could happen.
My goal for this coming year is to educate my elementary schools on social networking and digital citizenship. Bullying, student privacy, and social media are fears for all students and parents. They truly do not understand what they are facing and it is my job to introduce safety! Common Sense website is a great resource to use when educating students of the pitfalls regarding their safety. I also plan on educating teachers on this aspect as well.
I plan on blogging about student safety, bullying and social media by sending out the link to the teachers and parents at my school through the website “News Blast.”
6. Consider the list of readings assigned for this course. Briefly summarize 1-2 key insights you gleaned from each cluster of readings (e.g., Digital Literacies in Context, Generating Questions, Instructional Strategies, and Next Steps). How do you see these insights connecting with ideas and experiences shared during the Institute (especially the Keynote and Digging Deeper Sessions)?
Digital Literacies in Context
Are we living in a virtual world where time stands still? Are we living for the moment? Are we looking for the future? How are we communicating with each other and when are we communicating? Are we using “Time” in the present or in the past? Technology has taken us to places where we don’t want to go. For example, do you actually talk to a person at dinner time or are you texting or emailing while you are eating? I was attending a conference in Marrakech, Morocco, with my husband while he attended a global company meeting. One evening everyone from the company, plus spouses attended a lavish dinner with several belly dancers around us. All of the men in the company were texting on their phones and unaware of the dancing around us. I leaned over to one of the wives and made a comment about it. She said we were “blackberry widows”. I had never heard that phrase before and was baffled why they didn’t put the phones down. Little devices such as phones have become a big part of our lives and I can’t say it is for the positive. Phones or computers used to be used when needed but now we seem to use them without direction. When do we decide when we have had enough? The presentation was thought provoking and made me realize that I need to reevaluate how I use technology and why I use technology.
Rushkoff, D. (2013). Present Shock.
Generating Questions to energize Digital Inquiry
“Teaching Students to Ask Questions Instead of Answering Them”
This article confirms the training I had at the Library of Congress Teacher Institute. I learned the importance of students asking or telling me the sufficience of what they see or hear. When students are in groups they do not like to be singled out in fear of others commenting on their responses. Teacher and student relationships are so important and it can be easily destroyed with one simple look or response. In this article, Matthew Bowker reminds us of our responsibilities as educators.
Question centered pedagogy, where students develop their own questions skills is a critical part of what we as educators need to be doing. I was recently talking to an MIT professor and I asked him what the biggest problem he faces with his new students and his reply wasn’t they didn’t know their fundamentals but they lack the ability to critically think or critically ask questions. I was totally shocked! According to Matther Bowker, “the act of questioning is central to thinking, to store and communicate knowledge” and he is so right.
I have developed a game I play with my students “I See”. When I introduce a primary source from the Library of Congress, we play the “I See” game and I make the rules very plain that there is no silly or dumb responses. Students do not have the ability to think abstractly from images or unlock meaning from objects. This is a skill that needs to be taught. As a student myself, I also wonder if I am doing the right thing when I am working on my homework. I didn’t truly development this skill until I was in graduate school and then I wonder as I am doing this assignment. Helping students become “Independent Thinkers” is a process I need to work on with my students.
Bowker, M. (2010). Teaching students to ask questions instead of answering them. Thought & Action, 127-134.
Frameworks and Instructional Strategies for Supporting Digital Literary
“Technology, Pedagogy and Content Knowledge” (TPACK)
This particular approach is designed to help teachers plan effective, efficient, and engaging learning experiences for all students. A well balanced and well-informed pedagogical approach can result in an instructional student lesson that incorporates digital and non-digital tools and resources. “Successful technology integration must be the primary objective in the lesson where technologies play a secondary role.” This will be a great resource to give teachers when we sit down and discuss what technology lessons they would like to use. The comprehensive charts makes lesson plans easier for teachers, now the lesson isn’t driven by the technology tool but the actual content that is going to be delivered.
Judi Harris and Mark Hofer’s lesson on the Civil War, illustrates the simplicity of this approach and total integration of technology. The three phases: research, writing, and production of the lesson is broken down to illustrate the procedure. The classroom teacher should not worry about the research or writing portion of the lesson, but the production part is where they need help. As the media specialist, I can offer guidance on which digital tool to use. All the charts in this article will be a great resource for beginning and experienced educators when incorporating technology into lessons. This is a very simple way to incorporate technology by selecting the “activity type” and then select a “possible technology.” In the beginning of the school year during faculty preplanning, I plan on presenting this article to the teacher. This is such an easy tool to use to help those teachers who are struggling to find help.
Harris, J. & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
Next Step -
"Digital and Media Literacy: A Plan of Action"
This article is a comprehensive plan of action for all educators. Whether you use technology or not, you are affected by technology. “The United States is in a flux on how to proceed with digital and media literacy.” There needs to be a guideline on how we should use and produce digital media where it is used in an educational setting or for entertainment. In the report, there are 10 recommendations for local, regional, state and national initiatives that meet the needs of the public and educational settings. Supporting Digital and Media Literacy Initiative and Develop Partnerships for Teacher Education were the two that resonated with me the most.
“Developing Partnerships for Teachers Education,” suggested by Renee Hobbs is one I totally agree with local communities or leaders providing digital summer learning programs, support or resources to schools all schools would have equal services. With today’s economy, not all schools can afford teacher in-service on this topic. Partnerships with local news agencies or technology companies can promote digital and media literacy to all schools. This past school year, I contacted AT&T OASIS to help with “Coding” as an outreach project. Students came over for one day and it was a great success! Students asked for another day. They truly enjoyed working and collaborating with each other on how to solve simple and complex programming problems. AT&T OASIS Group asked to come back next year and would like to help set up a Coding Club. This was a great success where a local group came to share their expertise. By working together, we are building a partnership that supports digital learning in my community.
Hobbs, R. (2010). Digital and media literacy: A plan of action
7. If you had one more day in the Institute, what would you like to learn more about and why? How will you leverage your professional learning network and your new digital literacies to explore your remaining questions over the coming year?
It would be nice to have a half day off from presentations where we can come together in small groups to discuss and ask questions about what we are not clear about. During this time, I would like to pair up with someone with my same grade level so we can plan activities to do throughout the coming school year. Mystery Skype, Tweeting, etc. would be fun to work with someone who has the same goals. This would be a great way to get feedback on how we are progressing in our digital technology integration.
Professional learning back at school will not be the same because of the intimacy of this workshop. Everyone wants to learn and be productive! One idea would be to hold quarterly Google Video Chats for those of us who would like to have a sounding board. This would give answers and ideas to everyone who is taking part. Maybe even log them so everyone can go back and review when we have time.
Tweeting and Google Chatting is what I will be doing to keep in contact with everyone! Social networking is an awesome way to keep in touch!
Cool Tool Review Features:
1. Did your review include a description of the features of the tool, a description of the specific teaching/learning purpose you would use it for, the affordances and constraints of the tool to accomplish your purpose.See question #1.
Cool Tool Application Plan:
1. Your mini-lesson plan includes a brief description about the Flower Model that includes context, task/scenario, content, pedagogy, and assessment.Author: Dianna Locke
Pre-Production Plan
The purpose of this lesson is to teach my students the importance of Ellis Island and why it is important in American history.
The audience is 5th grade students.
The message we want to share is American history and the melting pot of the United States.
The key content will be students sharing the process of people coming to America and how hard it was to get to America for some of them. Why immigrants came here to settle? Did they have troubles in their journey? Why were some sent back to their original countries? What does it mean to be an American?
The value will be communicated through image, language and sound.
The creative techniques will be the student’s videos.
Digital Literacy Instructional Plan
Learners
5th grade students
Self
Media Specialist creator of this Project Based Inquiry lesson
Context
Writing personal narrative and storytelling
Community
Elementary school in Fulton County, Georgia
Purpose:
This lesson is designed to teach students how to inform, entertain and describe the process of coming to America through Ellis Island. Students will be making an iMovie video. Skills needed to do this project based inquiry lesson: writing a personal narrative, aware of primary sources, increase critical thinking skills and extended learning beyond the classroom lesson.
Students will be able to to the following during this lesson:
Standards:
Georgia Standards:
Social Studies
SS5H3 The student will describe how life changed in America at the turn of the 20th century.
d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled.
Language Arts
ELACC5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
ISTE Standards:
Standards for the 21st-Century Learners (AASL
1. Inquire, think critically and gain knowledge
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
TASK/ACTIVITY:
Students are working on a video describing how it felt coming to America through Ellis Island.
Prior knowledge:
This project is in conjunction with the classroom social studies teacher. Students will have some prior knowledge about Ellis Island and the iMovie app before the media/technology lesson. I have designed a //Storify// will all the links for the students to refer to. https://storify.com/dlocke/coming-to-america-immigration This project based inquiry project will take several weeks to complete.
Activities students must complete:
1. Students will watch the Scholastic Ellis Island Video in the media center with the media specialist. After the students watch the video they will discuss what they viewed during the video it by using Matthew Bowker’s techniques where students generate questions and discover the answers in the process.
http://teacher.scholastic.com/activities/immigration/tour/
2. Students will research on the Scholastic Ellis Island Website to explore the website and view the primary sources.
3. Students must select a country they are emigrating from. Students will research their countries by using eBritannica Database. To access the eBritannica have the students logon to their MackinVia accounts. They must write details in their journals on why they are leaving their country and the travel plans on how to get to America. We will discuss what it would be like to leave you home and travel to some place you never been to before.
a. Example questions: What would you need on this journey? Students will discuss in small groups what would be needed to take a long voyage.
b. Students can be grouped if they wish.
c. Google Maps/Earth will be introduced so the students can visually see where the immigrants came from. The media specialist will demonstrate on the Smartboard Google Maps/Earth website. Students will be able to come to the Smartboard to interact and explore with the website.
4. The media specialist will demonstrate how to locate and use theLibrary of Congress Primary Source Database. (Posted on the Storify) Students will research Ellis Island on the L of C Website. They will select which photos or images they would like to use and download them to the server. We will discuss the importance of copyright issues during this process.
5. Students will be introduced to the 10 steps that it took to make it through the Ellis Island Station. They will need to decide what they were thinking, feeling, and observing during this process. They will write the information in their journals they will use when writing their script or dialogue. They will need to select 10 images that would demonstrate what they were thinking, feeling or observing during the process. Students can refer back to the Scholastic Ellis Island video found on the Storify for extra help.
6. iMovie. I will demonstrate and review how to use iMovie. I will have an handout giving instructions. At my school, most of the students are already familiar with iMovie. Those who are not will be paired with someone who does.
7. During their morning journal writing work, students will be working on their reflections about their character. Once they have gathered enough information about their character and country they can begin to work on their script. Google Document for script.
https://docs.google.com/document/d/1xQ6fMEmAmoUAxD5nDjjn09KwWY-AyCC7qRXZoKpuZgI/edit?usp=sharing
8. Students will match their 10 selected images to their script and download them into iMovie. See Google Document for script.
9. Students will begin to work on their videos and start recording their script. They can make adjustments as they proceed through the project.
10. Small peer groups will help students evaluate their work making suggestions as needed.
11. Once the students finish their videos, I will post them on the school blog. (Google) http://moenew.blogspot.com/
CONTENT:
Texts:
Students will watch an example video off of the Scholastic Ellis Island Website. This is an excellent video which will give the students an idea of the story development.
Tools:
iPads
1. iMovie
Computers to Internet access:
1. Storify
2. Scholastic Ellis Island Station
3. Library of Congress Primary Sources
4. eBritannica
5. Google Maps
PEDAGOGY:
Instructional Strategies:
Lecture, class discussions, small group collaborations, guided discovery, Project Based Learning, modeling, collaborative learning, and peer reviewing.
ASSESSMENT:
Video Rubric link
https://drive.google.com/file/d/0B7vnak74N0eiNDlkRmtoRml1Qmc/view?usp=sharing
All completed videos will be posted on the media blog.
The dyad page that Leah and I created for our project includes the pre- and post-production plan, using Mindmeister, here:
http://dliuri2013.wikispaces.com/Dyad+1
Prior to coming to the workshop, I thought that Digital Literacy meant that we used various digital formats to teach students how to use or access ebooks, databases, software tools, images, etc. BUT NOW, I find that it encompasses so much more. It reflects the change in how information is processed, delivered, and received in our classrooms and the world. What educational software are you using and why? We need to access, analyze, evaluate, create and participate in various forms such as videos to coding. This is a never-ending process since new technologies are continuing to be developed.
Activities
Panel Discussion
During the panel discussion the main idea was that the digital world is changing so fast that it is hard to keep up on your own. Everyone needs to research, observe and rely on others to help with this process. This concept was reiterated through the workshop that the Media Education Lab is here to help us become better educators and we are not alone. This is where I really understood that I can find help. I was getting overwhelmed with the evolution of my role as a media specialist. I needed someone to explain where we are headed and how to get on the correct path to increase my knowledge so that my students and colleagues would benefit.
Doug Rushkoff
Wow what a session! Philosophical theories that social media has on us was thought provoking. I needed to read more about his ideas and educational beliefs prior to his session to get the complete understanding. The overview was that digital technology alter the way in which we see or understand what is going on around us. Does technology help us in our daily lives or does it distract from our lives. Do we live in the present?
He did open my eyes to why “coding” is important to students. I have introduced coding to my school and every child in my school loves to program. I asked the OASIS AT&T group to come help with “Digital Learning Day” at my school this past year. They are a non-profit group that wants students to become aware of programing and the importance of technology. It was such a hit and we are introducing a new school club next year “Coding After School” where students sign up and learning about Scratch Jr. and then process into designing Apps. I owe this all to Doug for making me aware of what is needed for students to create and not rely on others for their education.
Rhys Daunic
He is an inspiration for all of us! What he has accomplished is outstanding. I told him that he inspired me to get students to make their own documentaries or video projects about their learning. Media literacy is an innovative approach to teach students how to make project based projects. I walked away with new ideas on what I could do with my students and now the challenge is to continually improve on what I am doing. Great session!
All of the sessions, discussions and readings changed my perception of what digital literacy means. Literacy means reading, writing, speaking and listening and now with the digital component added to it the possibilities are unlimited. It was constantly changing with every new session or discussion throughout the week. The main ideas I left with include a new understanding that all aspects of social media, educational tools, and digital citizenship play a big role in digital literacy.
To me digital literacy isn’t just knowing how computers work, it is about how to use technology to change the way we think.
Spires, H., Lee, J., Young, C., Leu, D., Coiro, J., & Castek, J. (2009). New Literacies Teacher Leader Institute. Raleigh, NC: North Carolina State University. Retrieved from newlitinstitute.wikispaces.com/New+Literacies+Inquiry+Project.
Digital Literacies in Context
Are we living in a virtual world where time stands still? Are we living for the moment? Are we looking for the future? How are we communicating with each other and when are we communicating? Are we using “Time” in the present or in the past? Technology has taken us to places where we don’t want to go. For example, do you actually talk to a person at dinner time or are you texting or emailing while you are eating? I was attending a conference in Marrakech, Morocco, with my husband while he attended a global company meeting. One evening everyone from the company, plus spouses attended a lavish dinner with several belly dancers around us. All of the men in the company were texting on their phones and unaware of the dancing around us. I leaned over to one of the wives and made a comment about it. She said we were “blackberry widows”. I had never heard that phrase before and was baffled why they didn’t put the phones down. Little devices such as phones have become a big part of our lives and I can’t say it is for the positive. Phones or computers used to be used when needed but now we seem to use them without direction. When do we decide when we have had enough? The presentation was thought provoking and made me realize that I need to reevaluate how I use technology and why I use technology.
Rushkoff, D. (2013). Present Shock.
Judi Harris and Mark Hofer’s lesson on the Civil War, illustrates the simplicity of this approach and total integration of technology. The three phases: research, writing, and production of the lesson is broken down to illustrate the procedure. The classroom teacher should not worry about the research or writing portion of the lesson but the production part is where they need help. As the media specialist, I can offer guidance on which digital tool to use. All the charts in this article will be a great resource for beginning and experienced educators when incorporating technology into lessons. This is a very simple way to incorporate technology by selecting the “activity type” and then select a “possible technology.” In the beginning of the school year
It would be nice to have a half day off from presentations where we can come together in small groups to discuss and ask questions about what we are not clear about. During this time, I would like to pair up with someone with my same grade level so we can plan activities to do throughout the coming school year. Mystery Skype, Tweeting, etc. would be fun to work with someone who has the same goals. This would be a great way to get feedback on how we are progressing in our digital technology integration.
Professional learning back at school will not be the same because of the intimacy of this workshop. Everyone wants to learn and be productive! One idea would be to hold quarterly Google Video Chats for those of us who would like to have a sounding board. This would give answers and ideas to everyone who is taking part. Maybe even log them so everyone can go back and review when we have time.
Tweeting and Google Chatting is what I will be doing to keep in contact with everyone! Social networking is an awesome way to keep in touch!
Cool Tool Review Features:
1. Did your review include a description of the features of the tool, a description of the specific teaching/learning purpose you would use it for, the affordances and constraints of the tool to accomplish your purpose.
See question #1.
Cool Tool Application Plan:
1. Your mini-lesson plan includes a brief description about the Flower Model that includes context, task/scenario, content, pedagogy, and assessment.
Author: Dianna Locke
Pre-Production Plan
The purpose of this lesson is to teach my students the importance of Ellis Island and why it is important in American history.
The audience is 5th grade students.
The message we want to share is American history and the melting pot of the United States.
The key content will be students sharing the process of people coming to America and how hard it was to get to America for some of them. Why immigrants came here to settle? Did they have troubles in their journey? Why were some sent back to their original countries? What does it mean to be an American?
The value will be communicated through image, language and sound.
The creative techniques will be the student’s videos.
Digital Literacy Instructional Plan
Learners
5th grade students
Activities students must complete:
1. Students will watch the Scholastic Ellis Island Video in the media center with the media specialist. After the students watch the video they will discuss what they viewed during the video it by using Matthew Bowker’s techniques where students generate questions and discover the answers in the process.
http://teacher.scholastic.com/activities/immigration/tour/
2. Students will research on the Scholastic Ellis Island Website to explore the website and view the primary sources.
3. Students must select a country they are emigrating from. Students will research their countries by using eBritannica Database. To access the eBritannica have the students logon to their MackinVia accounts. They must write details in their journals on why they are leaving their country and the travel plans on how to get to America. We will discuss what it would be like to leave you home and travel to some place you never been to before.
a. Example questions: What would you need on this journey? Students will discuss in small groups what would be needed to take a long voyage.
b. Students can be grouped if they wish.
c. Google Maps/Earth will be introduced so the students can visually see where the immigrants came from. The media specialist will demonstrate on the Smartboard Google Maps/Earth website. Students will be able to come to the Smartboard to interact and explore with the website.
- The media specialist will demonstrate how to locate and use the Library of Congress
Primary Source Database. (Posted on the Storify) Students will research Ellis Island on the L of C Website. They will select which photos or images they would like to use and download them to the server. We will discuss the importance of copyright issues during this process.5. Students will be introduced to the 10 steps that it took to make it through the Ellis Island Station. They will need to decide what they were thinking, feeling, and observing during this process. They will write the information in their journals they will use when writing their script or dialogue. They will need to select 10 images that would demonstrate what they were thinking, feeling or observing during the process. Students can refer back to the Scholastic Ellis Island video found on the Storify for extra help.
6. iMovie. I will demonstrate and review how to use iMovie. I will have an handout giving instructions. At my school, most of the students are already familiar with iMovie. Those who are not will be paired with someone who does.
- During their morning journal writing work, students will be working on their reflections about their character. Once they have gathered enough information about their character and country they can begin to work on their script. Google Document for script.
https://docs.google.com/document/d/1xQ6fMEmAmoUAxD5nDjjn09KwWY-AyCC7qRXZoKpuZgI/edit?usp=sharing8. Students will match their 10 selected images to their script and download them into iMovie. See Google Document for script.
9. Students will begin to work on their videos and start recording their script. They can make adjustments as they proceed through the project.
10. Small peer groups will help students evaluate their work making suggestions as needed.
11. Once the students finish their videos, I will post them on the school blog. (Google)
http://moenew.blogspot.com/
CONTENT:
Texts:
Students will watch an example video off of the Scholastic Ellis Island Website. This is an excellent video which will give the students an idea of the story development.
Tools:
iPads
1. iMovie
Computers to Internet access:
1. Storify
2. Scholastic Ellis Island Station
3. Library of Congress Primary Sources
4. eBritannica
5. Google Maps
PEDAGOGY:
Instructional Strategies:
Lecture, class discussions, small group collaborations, guided discovery, Project Based Learning, modeling, collaborative learning, and peer reviewing.
ASSESSMENT:
Video Rubric link
https://drive.google.com/file/d/0B7vnak74N0eiNDlkRmtoRml1Qmc/view?usp=sharing
All completed videos will be posted on the media blog.